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Living with dyslexia : the social and emotional consequences of specific learning difficulties/disabilities / Barbara Riddick.


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Riddick, Barbara.
Publication date:
2nd ed. - London ; New York : Routledge : NASEN, 2010.
  • Book
  • xiii, 225 p. : ill. ; 25 cm.
"A David Fulton book." "First published 1996 by David Fulton Publishers"--T.p. verso.
Includes bibliographical references (p. [209]-222) and index.
  • List of tables Foreword Preface Acknowledgements Introduction 1.Defining Dyslexia: An overview of dyslexia and specific learning difficulties 2.The Educational Perspective 3.Researching the Social and Emotional Consequences of Dyslexia 4.Introducing the Study 5.Early Indicators 6.Identifying Dyslexia Chapter 7.Parents and Teachers 8.Home Life and Support 9.Views on Schools 10.Children's Views on Dyslexia 11.Mother's Views 12.Case Studies 13.Conclusions and Recommendations Appendix Suggested Further Reading Useful Addresses References Index.
  • (source: Nielsen Book Data)
Publisher's Summary:
What is it like living with dyslexia on a day-to-day basis? Based on interviews with children with dyslexia and their families, this insightful book presents first-hand accounts of just what dyslexia means for the children themselves and for the people around them. It looks at how children were first identified as having dyslexia, the social and emotional difficulties they encountered, their educational experiences, and the impact these events had on their families. It also considers in detail how teachers and parents can best support children with specific learning difficulties. This includes looking at the cognitive, educational, social and emotional perspectives in order to gain a more complete understanding of dyslexia. This new edition places the original findings within the context of current research and practice. It considers the findings of recent research into dyslexia and self-esteem, and coping strategies of children and adults with dyslexia and investigates the concept of dyslexia-friendly schools. An updated account of cognitive research is provided and the author examines important changes in relation to Special Educational Needs Policy and Practice in the last 10 years with the Revised SEN Code of Practice (2001), Removing Barriers to Achievement (2004) and the National Literacy Strategy (2006). More reference is also made to provision and policy in the US, Australia and Europe to place the book in a wider international context.
(source: Nielsen Book Data)

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